Purpose

The purpose of this paper is to investigate the long-term impact of participating in school-based lesson study on mathematics teachers' professional community.

Design/methodology/approach

A study was conducted with six mathematics teachers, from two post-primary schools in the Republic of Ireland, following up on their participation in school-based lesson study over the academic year 2012/13 (see Ni Shuilleabhain, 2016). Qualitative data were generated through one-to-one, semi-structured interviews with the participating teachers and analysed using an empirical framework for teacher community formation (Grossman et al., 2001).

Findings

Analysis of the interview responses suggests that the mathematics teachers in both schools, Doone and Crannog, had developed a mature professional community during their participation in lesson study in 2012/13. Furthermore, the research finds that, in the absence of any other professional development intervention, both teacher communities have been sustained at this level six years later. These findings suggest that a lesson study may serve as a potential structure to foster the development of sustainable professional communities within subject-based teacher groups.

Originality/value

While a lesson study has been shown to support the development of teacher professional communities, previous research has not addressed the sustainability of the communities which emerge. This study, therefore, adds to the existing literature by investigating teachers' perceptions of the long-term impact of lesson study participation on their professional community.

中文翻译：

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课程研究及其对教师专业社区发展的长期影响

目的

本文的目的是调查参与校本课程研究对数学老师的专业社区的长期影响。

设计/方法/方法

他们对来自爱尔兰共和国两所小学后的六名数学老师进行了一项研究，以跟踪他们在2012/13学年参与基于学校的课程研究的情况（参见Ni Shuilleabhain，2016年）。定性数据是通过与参与教师进行一对一，半结构化访谈而生成的，并使用了建立教师社区的经验框架进行了分析（Grossman等，2001）。

发现

对访谈回复的分析表明，Doone和Crannog这两所学校的数学老师在参加2012/13年度的课程学习时都建立了成熟的专业社区。此外，研究发现，在没有任何其他专业发展干预的情况下，六年后两个教师社区都维持在这个水平。这些发现表明，课程研究可以作为一种潜在的结构，以促进基于学科的教师群体内可持续专业社区的发展。

创意/价值

虽然已经显示了一项课程研究可以支持教师专业社区的发展，但是以前的研究并未解决出现的社区可持续性问题。因此，本研究通过调查教师对课程学习参与对其专业社区的长期影响的理解，从而增加了现有文献。